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The Role of Adult Basic Education and Training Programmes in the Development of Rural Black Women in the Omusati Region in Namibia

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The Role of Adult Basic Education and Training Programmes in the Development of Rural Black Women in the Omusati Region in Namibia THE ROLE OF ADULT BASIC EDUCATION AND TRAINING PROGRAMMES IN THE DEVELOPMENT OF RURAL BLACK WOMEN IN THE OMUSATI REGION IN NAMIBIA. by SELMA TILOMALENGA NAMBINGA submitted in partial fulfillment of the requirements for the degree of MAGISTER TECHNOLOGIAE in the subject HUMAN RESOURCE DEVELOPMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: MR.M H MEYER JOINT SUPERVISOR: DR. S A SMITH NOVEMBER 2007 CONTENTS Pages Declaration………………………………………………………….. i Acknowledgement………………………………………………….. ii Dedication…………………………………………………………… iii List of Abbreviations& Acronyms………………………………… iv Abstract …………………………………………………………….. vi CHAPTER 1: ORIENTATION TO THE STUDY 1.1 Introduction……………………………………………………… 1 1.2 Background to the problem and research interest………….. 4 1.3 Significance of the study ………………………………………. 6 1.4 Research objectives……………………………………………. 7 1.5 Research design………………………………………………… 7 1.6 Current knowledge voids………………………………………. 8 1.7 General overview of the remaining section………………….. 9 1.8 Conclusion………………………………………………………. 10 CHAPTER 2: REVIEW OF RELATED LITERATURE 2.1 Introduction……………………………………………………… 11 2.2 The concept of development………………………………….. 11 2.3 Nature of Adult Basic Education and Training (ABET)…….. 12 2.4 Definition of terms………………………………………………. 13 2.5 ABET worldwide………………………………………………… 14 2.6 ABET South African context…………………………………… 16 2.7 ABET Namibian context……………………………………….. 17 2.8 ABET in Omusati Region………………………………………. 20 2.9 Learning theories………………………………………………... 21 2.10 The social context in which learning takes place…………… 37 2.11 ABET Curriculum……………………………………………… 40 2.12 ABET teachers and teaching methods……………………… 42 2.13 ABET programme and women empowerment…………….. 47 2.14 Poverty and illiteracy…………………………………………. 52 2.15 Motivation and barriers to ABET participation…………….. 54 2.16 Income Generating skills…………………………………….. 57 2.17 ABET and family health……………………………………… 57 2.18 Conclusion…………………………………………………….. 61 CHAPTER 3: RESEARCH METHODS AND PROCEDURE 3.1 Introduction……………………………………………………… 62 3.2 Research approach…………………………………………….. 63 3.3 Sampling procedures…………………………………………… 67 3.4 Pilot study………………………………………………………… 68 3.5 Procedures……………………………………………………….. 68 3.6 Data collection…………………………………………………… 70 3.7 Data analysis…………………………………………………….. 70 3.8 Validity and reliability……………………………………………. 75 3.9 Interview questions……………………………………………… 76 3.10 Conclusion……………………………………………………… 77 CHAPTER 4: RESEARCH RESULTS 4.1 Introduction……………………………………………………… 78 4.2 Sampling procedures………………………………………….. 79 4.3 Data collection…………………………………………………. 80 4.4 Data analysis…………………………………………………… 99 4.5 Conclusion……………………………………………………… 103 CHAPTER 5: DISCUSSION OF THE FINDINGS 5.1 Introduction……………………………………………………… 105 5.2 ABET pogrammes……………………………………………… 105 5.3 Motivation and barriers to ABET ……………………………… 107 5.4 ABET teacher and teaching methods………………………… 110 5.5 Income Generating skills……………………………………….. 111 5.6 Limitations of the study…………………………………………. 111 5.7 Personal experience……………………………………………. 113 5.8 Suggestions for further research………………………………. 114 5.9 Recommendations………………………………………………. 115 5.10 Conclusions…………………………………………………….. 116 LIST OF TABLES Table 4.1 Participant information…………………………………. 70 Table 4.2 Schedule of interviews…………………………………. 83 Table 4.3 Codes for analysis……………………………………… 85 Table 4.4 Frequency of themes…………………………………… 85 Table 4.5 Learners experience of ABET…………………………. 90 Table 4.6 Totals……………………………………………………… 91 Table 4.7 Learners enrollment…………………………………….. 98 Table 4.8 Fragments………………………………………………... 101 BIBLIOGRAPHY……………………………………………………. 118 APPENDIX Interview Questions………………………………………………… 136 Student number: 36904252 DECLARATION I declare that THE ROLE OF ADULT BASIC EDUCATION AND TRAINING PROGRAMMES IN THE DEVELOPMENT OF RURAL BLACK WOMEN IN THE OMUSATI REGION IN NAMIBIA is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. 23 November 2007 SIGNATURE DATE (MS ST NAMBINGA) i ACKNOWLEDGEMENTS I wish to thank my supervisors, Mr. Marius Meyer and Dr. Stan Smith, who guided me through this study, for their valuable advice they gave me in compiling this document. I would also like to express my sincere gratitude to the Omusati Region ABET coordinators, ABET facilitators and the ABET female learners in the centres where the research took place. Without them the research wouldn’t have been possible. Lastly I wish to thank all the people who contributed in different ways in making this study a success. Everything considered I wouldn’t have done anything without GOD My creator. All the honour and glory to Him! ii DEDICATION TO MY PARENTS “Without their guidance, love and care I would never come this far.” iii LIST OF ABBREVIATIONS AND ACRONYMS ABET Adult basic Education and Training EFA Education for All ASDSE Adult Skills Development for Self-Employment CCN Council of Churches in Namibia CEDAW Convention on the Eliminations of all forms of Discrimination against Women DABE Directorate of Adult Basic Education DWA Department of Women Affairs GAD Gender and Development NLPN National Literacy Programme in Namibia NLP National Literacy Programme NQA Namibia Qualification Authority RLO Regional Literacy Officer UN United Nations iv UNESCO United Nations Educational, Scientific and Cultural Organization WAD Women Action Development WID Women in Development v SUMMARY The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region. The study was to determine whether the ABET programmes that are provided in the area are offering relevant education that helps the women of the area in their development. The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women’s lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level. Key terms ABET programmes; Income-generating skills; women development; rural black women; Pedagogy; Andragogy; Family commitment; Employment opportunities; ABET curriculum; Previous experience; Teaching methods. vi CHAPTER 1 ORIENTATION TO THE STUDY 1.1 Introduction The debate about the provision of basic literacy to all people has been a bone of contention in today’s changing world (UN Report, 2002:13). A number of United Nations Resolutions, International Conventions and Conferences ascertain the “Right of education for all” as a fundamental human right (UN Report, 2002:15). A United Nations Report on education has shown that more than forty years ago, the nations of the world speaking through the Universal Declaration of Human rights asserted that “everyone has a right to education” (UN Report, 1990:21). It seems that many countries to date have failed to make this human right a reality, despite certain notable efforts by some countries around the globe to ensure the right to education for all (O’Malley, 2005:17). According to Freire (1991:201), the following persists: More than 960 million adults, two thirds of who are women are illiterate, and functional illiteracy is a significant problem in all countries. More than one third of the world’s adults have no access to the printed knowledge, new skills and technologies that could improve the quality of their lives and help them shape and adapt to social and cultural changes. 1 More than 100 million children fail to complete basic education programmes, millions satisfy the attendance requirements but do not acquire essential knowledge and skills. All these realities in many countries have led to the establishment of non-formal education, which is an alternative branch to formal education to respond to challenges that have become a major priority in most African countries including Namibia (Davies, 2002:65). In Namibia, the enshrinement of Article 20, in the Constitution which states that: “All persons shall have the right to education…” The Constitution of the Republic of Namibia (1990:12) shows the country’s commitment to provide education to all Namibians. Though the provision of quality education remains the challenge, ensuring greater access, equality and equity is equally important to achieving education for all. The launching of the National Literacy Programme in Namibia was an affirmation to the government’s commitment to provide education for all. The objectives of this programme, among the others were to: Empower adults so that they can participate in a fuller manner in the general development of the country and their own personal growth; Correct imbalances in educational provision by providing Adult Education Programmes for those adults who were not admitted to, or did not complete primary school; and Narrow the educational gap between parents and their children, and render the more capable of a fuller participation in community life (Ministry of Education, 1993:98). In the past the status of Namibian women was undermined, yet they have the potential to contribute to the country’s economic and political sphere. Maseka and Makotong (1999:112) support the statement by pointing out that, Namibian women are
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